Examines university presidents' strategic style and relates it to the college bottom line. Eight different presidents' profiles of strategic leadership style are discussed and analyzed (integrator, net caster, focused visionary, focused performer, prioretizer, dreamer, implementor and maintainer). Three college outcomes are explored (enrollment growth, resource growth and quality improvement). The conclusion of the study is clear: presidents' strategic leadership style is associated with the college bottom line. The pattern is very distinct: maintainers are directly associated with declining institutions while integrators and net casters are associated with successful institutions. The implications of these findings are discussed.
Processes of demographic change are leading to decreasing human resources in professional as well as lay care; this decrease necessitates new concepts of care, especially for the growing number of people with dementia (p.w.d.). Since the amendment to the German Care Insurance Law (2002), family carers have been entitled to regular weekly relief, provided by volunteers who have been given a thirty-hour-training. As difficulties in information processing in p.w.d. form an important part of the symptoms in dementia sufferers--with a high impact on communication as well as competent functioning in activities associated with daily life, we wanted to establish how much awareness and sensitivity voluntary attendants show in "tuning in" to the p.w.d. and her/his individual capacity to interact. In an exploratory study the authors analyzed videotaped interactions between volunteer caregivers and dementia-sufferers which were recorded in everyday situations during the process of ongoing care. Using methods of Video Interaction Analysis and Grounded Theory, we developed categories which describe how in tune the helpers are with the timing skills--or lack of them--of p.w.d.. We think that understanding the different ways in which p.w.d. structure their time can improve their communication and interaction. The categories --"speed and adjustment of speed", "mutuality" and "time control"--seemed crucial in understanding the subsequent course of the interactions. In a second step, these categories have recently been used by students and staff of the Lausitz University of Applied Sciences to provide training that sensitizes volunteer attendants to the topic and to learn about volunteers; judgement on the importance of continuing education in this field.
This paper outlines the components of the Robust Learning Model (RLM) as a conceptual framework for creating a new online university offering numerous degree programs at all degree levels. The RLM is a multi-factorial model based on the basic belief that successful learning outcomes depend on multiple factors employed together in a holistic approach. This comprehensive approach was fully implemented and resulted in quality learning at all degree levels, affordable tuition, and accountability.
This study integrated the Spiral Curriculum approach into the Robust Learning Model as part of a continuous improvement process that was designed to improve educational effectiveness and then assessed the differences between the initial and integrated models as well as the predictability of the first course in the integrated learning model on a wide range of educational effectiveness indicators for online master degree programs. Meaningful improvement in educational effectiveness was validated by the study. The importance of the first course's predictors in predicting and explaining the various degree program educational effectiveness indicators was also very instrumental. The theoretical and practical implications of the study's findings for online faculty, university administrators, and policy makers were examined.
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